Le « discours philosophique suggestif » ou « style philosophique poétique » est à la fois un procédé d'écriture et un procédé d'exposition conceptuelle par lesquels le philosophe se fait l'émule du poète. Ce style, qui caractérise, selon Lavelle, les plus grands philosophes, est à distinguer du style philosophique « classique ». Celui-ci, abstrait et froid, ne parle qu'à notre intelligence alors que le style philosophique poétique interpelle en même temps notre sensibilité. Il incarne l'Être ou l'Absolu et a vocation (...) non seulement à nous le faire connaître, mais également à nous le faire aimer. The « suggestive philosophical discourse », otherwise « poetic philosophical style » is both a process of writing and a process of conceptual exposition by which the philosopher emulates the poet. This style, which characterizes, according to Louis Lavelle, the best philosophers, is to be distinguished from the « classical » philosophical style. The latter, being abstract and cold, addresses only to our intelligence while « poetic philosophical style » calls at the same time to our sensibility. It embodies the Being or the Absolute and has authority not only to make it known, but also loved. (shrink)

On the basis of a close reading of three authors , I try to elucidate what the growing presence of digital technologies in our lives implies for the sphere of schooling and education. Developing a technocentric perspective, I discuss whether what is happening today concerns just the newest form of humankind's fundamental dependency on a technological milieu or that it concerns a fundamental shift. From Flusser, I take the idea that the practice of writing shapes human subjectivity, as well as (...) our very sense of history and progress, and that with the advent of digital technologies the possibility of a posthistorical era is granted. I confront this idea with Stiegler's analysis of technological tools and practices as strongly materialized memories, which amounts to a plea for securing the link with the particular history behind the technologies we use. Here, education should play a conservative role and take responsibility for using technologies in a correct way. I argue that Stiegler is not wholly consistent on this point and, moreover, that his view precludes the possibility to rethink the very meaning of education under present conditions. This possibility is opened if we turn to a philosopher which is ruthlessly criticized by Stiegler for being a technophobe: Agamben. I argue, however, that a more detailed reading of Agamben—n combination with Flusser—might show a completely different and far more positive appreciation for digital technology and that this view offers an opening for rethinking what education is all about. (shrink)

Is there something wrong with the Mass? Reflections on the Eucharist in light of recent developments and Vatican II The starting point for this paper is the observation that the first decade of the twenty-first century has shown considerable interest in the Eucharist, at least from the side of the Vatican. There was not only the last encyclical of John Paul II, Ecclesia de Eucharistia, and the postsynodal apostolic exhortation of his successor Benedict XVI, Sacramentum caritatis, but also the promulgation (...) of the third editio typica of the Missale Romanum after Vatican II and the motu proprio which made it possible that the mass is celebrated according to the rubrics in use just before de council, Summorum pontificum. All these initiatives may be surprising given the fact that the cultural and societal influence of the Eucharist is waning. And yet, those Catholics who are attached to it, seem to quarrel over its most appropriate, or most comprehensible, form. This article aims to shed light on these different developments through a fundamental reflection about the Eucharist, rather than through a survey of the different positions. It puts forward the hypothesis that ‘problems’ with the Eucharist may arise when its actual celebration, its shape or form, and its essence are torn apart. In that respect, reference is made to the seminal work on the Eucharist by Johannes Emminghaus, who made a powerful case that these three levels are, and should be, interdependent. If this perspective of mutual dependence and enrichment is taken seriously, one can ask questions about the often ideology-driven accounts and evaluations of the Eucharist of both leftist and rightist voices. For it is unsure whether their theories and opinions will ultimately be beneficial to the Eucharist. (shrink)

The claim is widespread that the preservation, or reintroduction, of Western traditions of holy war in the post-Reformation period was due mostly to Protestantism, especially in its Calvinist variety. This paper makes a case for examining the thought of a much broader selection of minor intellectuals on just and holy war than is usually done, and to do so in other national contexts than exclusively the English Puritan one. To test the apparently widespread view that, historically, Calvinism has had a (...) particular proclivity for holy war, the article treats theological justifications of war in seventeenth- and eighteenth-century Dutch moral theology. Showing that a full-blown concept of "holy war" was largely absent from Dutch theological thought, it falsifies the assumption that historical Calvinism is inherently belligerent. The paper demonstrates that justifications of violence religionis causa and ideological motives for war have always been contingent, not on religions, but on the historical contexts in which those religions operate. (shrink)

With the rapidly expanding catalogue of scientific publications, especially within the Biomedical Sciences field, it is becoming increasingly difficult for researchers to search for, read or even interpret emerging scientific findings. PubMed, just one of the current biomedical data repositories, comprises over 33 million citations for biomedical research, and over 2500 publications are added each day. To further strengthen the impact biomedical research, we suggest that there should be more synergy between publications and machines. By bringing machines into the realm (...) of research and publication, we can greatly augment the assessment, investigation and cataloging of the biomedical literary corpus. The effective application of machine-based manuscript assessment and interpretation is now crucial, and potentially stands as the most effective way for researchers to comprehend and process the tsunami of biomedical data and literature. Many biomedical manuscripts are currently published online in poorly searchable document types, with figures and data presented in formats that are partially inaccessible to machine-based approaches. The structure and format of biomedical manuscripts should be adapted to facilitate machine-assisted interrogation of this important literary corpus. In this context, it is important to embrace the concept that biomedical scientists should also write manuscripts that can be read by machines. It is likely that an enhanced human–machine synergy in reading biomedical publications will greatly enhance biomedical data retrieval and reveal novel insights into complex datasets. (shrink)

In this article, I go deeper into the educational meaning of tiredness. Over and against the mainstream view that tiredness is an impediment for education, I show that this phenomenon is intrinsically meaningful. My arguments are based, first, on a detailed phenomenological analysis of tiredness, as proposed by Buytendijk. Tiredness can be defined as the point where lack of willpower and lack of ability become utterly indistinguishable. Second, I turn to Agamben’s genealogy of the will, which shows that willpower was (...) invented in order to control a more original, but also more arcane sense of what it means to be able to do something: potentiality. I argue that tiredness, as analysed by Buytendijk, is a state of potentiality. As such it has the power to interrupt the contemporary ordering of society and of the realm of education, which is fully predicated upon individual wilful self-commandment. More positively speaking, tiredness has an important educational value in that it grants the opportunity of beginning anew with the world. This article is also an attempt to show how phenomenological work and genealogical approaches can inform one another. (shrink)

This article explores the uses of Agamben’s philosophy for understanding the educational meaning of practices that typically take/took place at school, such as the collective rehearsal of the alphabet or the multiplication tables. More precisely, I propose that these forms of ‘practising’ show what schooling, as a particular and historically contingent institution, is all about. Instead of immediately assessing the ‘practice of practising’ in terms of learning outcomes, I turn to Bollnow’s attempt to analyze this phenomenon in a substantially educational (...) way, which for him essentially consists in opposing practising and learning. I show that his analysis is superficial and that we need Agamben’s notion of ‘potentiality’ in order to come to grips with the sense of this phenomenon. This will allow to see that practising concerns an uncommon way to relate to a subject matter that makes possible a transformation of individual and collective existence. The main objective of this investigation is not to hold a plea for reintroducing obsolete pedagogical methods, but to rethink the very meaning of education. (shrink)

In this short reply to Riis’ paper I first deal with his perceptive defence of ICT literacy, to which I fully subscribe, showing how his ideas might gain from highlighting the ‘technical’ dimensions involved in literacy practices. Second, this will allow me to make some comments regarding the curricular and organizational aspects of contemporary education, which forms the largest part of his paper. My main line of criticism towards Riis’ paper is that I defend a ‘technical’ rather than a ‘non-technical’ (...) account of digital literacy. (shrink)

Negotiation and deliberation are two context types or genres of discourse widely studied in the argumentation literature. Within the pragma-dialectical framework, they have been characterised in terms of the conventions constraining the use of argumentative discourse in each of them. Thanks to these descriptions, it has become possible to analyse the arguers’ strategic manoeuvres and carry out more systematic, context-sensitive evaluations of argumentative discussions. However, one issue that still must be addressed in the pragma-dialectical theory—and other contextual approaches to argumentation—is (...) how to distinguish negotiation and deliberation in practice. In this paper, I seek to develop criteria that can help the analyst identify them in discourse. To this end, I characterise the felicity conditions of the superordinate speech acts defining and structuring deliberation and negotiation encounters. (shrink)

In this article Joris Vlieghe defends the view that technologies of reading and writing are more than merely instruments that support education, arguing that these technologies themselves decide what education is all about and that they form subjectivity in substantial ways. Expanding on insights taken from media theory, Vlieghe uses the work of Bernard Stiegler in order to develop a “technosomatic” account of literacy initiation, that is, a perspective that zooms in on the physical dimensions of how to operate (...) writing and reading technologies. He argues that that the bodily gestures and disciplines that constitute literacy give rise to a particular space of experience, which comes down to a heavily embodied, first-hand sense of what it means to be able to produce script. Vlieghe contends that the advent of digital writing and reading technologies implies a fundamental shift in this sense of ability, and that in order to understand digital literacy we need to take into account the technosomatic aspects of learning to read and write with digital media. (shrink)

At a time when Hegel completed the project of modern philosophy in Berlin, two of his contemporaries, Schelling and Baader, formulated a vehement critique of modernity. Both teaching at the University of Munich, these profound authors developed, in their writings of the 1830s, a comprehensive standpoint that claimed to be faithful to Christianity. In order to do so, Baader and Schelling thought it necessary to challenge the very origins of modern thought. In this contribution, it is argued that both thinkers (...) ultimately relied on theological convictions to develop their painstaking analysis of Cartesianism and Spinozism. Hence, it is demonstrated that there is more at stake here than mere intellectual discussions or inherent philosophical debates. With a view to Descartes’ epistemology and metaphysics, Baader and Schelling rejected the consequent focus on the ‘cogito’, as well as the proof for God’s existence. They also disagreed with Descartes’ separation between ‘res cogitans’ and ‘res extensa’, because it gave no account of the continuity between nature and conscience. As far as Spinoza is concerned, Baader and Schelling held that his metaphysical system did not essentially differ from Descartes’ rationalism and, accordingly, they repudiated it because of a lack of vitality. More important, however, is their critique on Spinoza’s concept of God, which they regarded as irreconcilable with a Christian notion of God as creator and redeemer. (shrink)

Why ask ‘what after post-modernism’? This question implies that postmodernism, as a grand narrative, recently withered away, that this is an event educators should be concerned with, and that it ca...

In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s work on education (...) fully predicated on the idea of emancipation. For both Freire and Rancière, literacy initiation practice can be seen as an archetypical model for understanding the emancipatory moment in education. For both, educational practices are never neutral, as they decide to a great extent on the fate of our common world. Reflecting on similarities and differences in both their positions, I will propose to conceive of critical pedagogy in terms of a thing-centred pedagogy. As such, I take a clear position in the discussion between teacher- and student-centred approaches. According to Rancière, it is the full devotion to a ‘thing’, i.e. to a subject matter we study, which makes emancipation possible. Over and against Freire’s defense of emancipatory education, I highlight with Rancière the importance of educational emancipation. (shrink)

This article discusses, from a theoretical and philosophical perspective, the meaning and the importance of basic literacy training for education in an age in which digital technologies have become ubiquitous. I discuss some arguments, which I draw from the so-called literacy hypothesis approach, in order to understand the significance of a ‘traditional’ initiation into literacy. I then use the work of Bernard Stiegler on bodily gestures and routines, related to different technologies, in order to elaborate and criticize the claims the (...) literacy hypothesis makes. Bringing together insights from both the literacy hypothesis approach and Stiegler's work, I defend the view that there exists an essential difference between traditional and digital literacy, and I try to argue for the introduction of a spelling and grammar of the digital in the educational curriculum. (shrink)

In this article, we explore the possibilities that works of art might possess for looking in original and unforeseen ways into something that, at first sight, has little to do with arts and artistic practice. To be more precise, we present here three artistic representations, taken from various times and style periods, that depict a well-known figure in art history: angels. A detailed description and analysis of these images give us the opportunity to figure out something about another figure, which (...) is fascinating to us as philosophers of education: the teacher. Our basic intuition is that the way in which three important artists—Albrecht Dürer, William Hogarth, and Paul Klee—have tried to capture and trace out... (shrink)

This article deals with the educational challenge of responding to the pending ecological crisis (and many other future apocalyptic scenarios that haunt our imagination). It seems we are living in a time when we have given up on the idea that progress is possible or desirable, and this questions education at its roots. In order to find a proper educational response that befits our time, it is requested that we gain a new sense of orientation (which is no longer aimed (...) at progress). This is an idea I pick up from the recent work of Bruno Latour, which is the focus of the first part of the paper. In the second part, I start fleshing out what this new orientation could look like by turning to the work of Immanuel Kant (usually regarded as one of the most outspoken defenders of education geared to progress). Nonetheless, I try to read Kant against himself, so as to show how orientation can be understood in a non-modernist manner. I connect this in the third part to the radically immanent and empiricist work of William James, and draw out in the final section how a combined reading of Kant and James offers the orientation we need. (shrink)

The author argues taht the most important source of Schelling’s ‘later thought’ is undoubtably the Bible. Schelling not only referred to it more than to any other work, he also systematically endeavored to harmonize his philosophical and theological ideas with the content of the Holy Scriptures. This was by no means evident in the post-Enlightenment context, which was characterized by its vehement critique of the Bible. The author thus investigates whether Schelling’s scripturally based forays into exegesis, dogmatic theology, and philosophy (...) are convincing. Two Bible passages to which Schelling himself attached great weight are discussed: the prologue of St John’s gospel and the Christological hymn in St Paul’s Epistle to the Philippians. The conclusion is that Schelling’s philosophy of revelation is worth studying as an original contribution to contemporary systematic theological reflection, even if not all problems concerning the relation between biblical heritage, its possible interpretations and contemporary theological concerns are resolved. (shrink)

Most quantitative studies that survey nurses’ attitudes toward euthanasia and/or assisted suicide, also attempt to assess the influence of religion on these attitudes. We wanted to evaluate the operationalisation of religion and world view in these surveys. In the Pubmed database we searched for relevant articles published before August 2008 using combinations of search terms. Twenty-eight relevant articles were found. In five surveys nurses were directly asked whether religious beliefs, religious practices and/or ideological convictions influenced their attitudes, or the respondents (...) were requested to mention the decisional basis for their answers on questions concerning end-of-life issues. In other surveys the influence of religion and world view was assessed indirectly through a comparison of the attitudes of different types of believers and/or non-believers toward euthanasia or assisted suicide. In these surveys we find subjective religious or ideological questions (questions inquiring about the perceived importance of religion or world view in life, influence of religion or world view on life in general, or how religious the respondents consider themselves) and objective questions (questions inquiring about religious practice, acceptance of religious dogmas, and religious or ideological affiliation). Religious or ideological affiliation is the most frequently used operationalisation of religion and world view. In 16 surveys only one religious or ideological question was asked. In most articles the operationalisation of religion and world view is very limited and does not reflect the diversity and complexity of religion and world view in contemporary society. Future research should pay more attention to the different dimensions of religion and world view, the religious plurality of Western society and the particularities of religion in non-Western contexts. (shrink)

In recent decades, deliberation about public issues has become a central theme in citizenship education. In line with an increasing philosophical and political appreciation of the importance of deliberation within democracy, schools, as training grounds for democratic citizenship, should foster high-level deliberative skills. However, when this insight is translated into practical formats, these formats suffer from a number of shortcomings. Specifically, they can be criticised on philosophical grounds for advantaging select societal groups, and on empirical grounds for facilitating groupthink mechanisms. (...) This paper aims to address these shortcomings by suggesting a role for debating techniques within deliberative education. Because debating stimulates the contestation of diverse opinions, it may counteract the silencing of minority viewpoints and the proliferation of groupthink. At the same time, debating-based formats must be closely regulated in order to not imperil compromise formation. A concrete format is presented that balances these considerations and may therefore contribute to more effective deliberation in the classroom. (shrink)

As artificial intelligence (AI) deployment is growing exponentially, questions have been raised whether the developed AI ethics discourse is apt to address the currently pressing questions in the field. Building on critical theory, this article aims to expand the scope of AI ethics by arguing that in addition to ethical principles and design, the organizational dimension (i.e. the background assumptions and values influencing design processes) plays a pivotal role in the operationalization of ethics in AI development and deployment contexts. Through (...) the prism of critical theory, and the notions of underdetermination and technical code as developed by Feenberg in particular, the organizational dimension is related to two general challenges in operationalizing ethical principles in AI: (a) the challenge of ethical principles placing conflicting demands on an AI design that cannot be satisfied simultaneously, for which the term ‘inter-principle tension’ is coined, and (b) the challenge of translating an ethical principle to a technological form, constraint or demand, for which the term ‘intra-principle tension’ is coined. Rather than discussing principles, methods or metrics, the notion of technical code precipitates a discussion on the subsequent questions of value decisions, governance and procedural checks and balances. It is held that including and interrogating the organizational context in AI ethics approaches allows for a more in depth understanding of the current challenges concerning the formalization and implementation of ethical principles as well as of the ways in which these challenges could be met. (shrink)

Perfect adaptation in a dynamical system is the phenomenon that one or more variables have an initial transient response to a persistent change in an external stimulus but revert to their original value as the system converges to equilibrium. With the help of the causal ordering algorithm, one can construct graphical representations of dynamical systems that represent the causal relations between the variables and the conditional independences in the equilibrium distribution. We apply these tools to formulate sufficient graphical conditions for (...) identifying perfect adaptation from a set of first-order differential equations. Furthermore, we give sufficient conditions to test for the presence of perfect adaptation in experimental equilibrium data. We apply this method to a simple model for a protein signalling pathway and test its predictions in both simulations and using real-world protein expression data. We demonstrate that perfect adaptation can lead to misleading orientation of edges in the output of causal discovery algorithms. (shrink)

The background of the argument Joris Vlieghe develops in this article is the idea, proposed by neopragmatic scholars, that a way of aptly dealing with the societal issues that have come about in the wake of a global ecological crisis consists of engaging in practices of study. This involves thinking, a concept that needs to be reconsidered from an educational perspective. Hence the article turns to John Dewey's classical pragmatic account of thinking, so as to show that this Deweyan (...) approach could be enriched by reading it together with Giorgio Agamben's reflections on this matter. This allows for rendering with greater accuracy certain aspects of thinking that unearth its properly educational meaning: that thinking is necessarily a collective endeavor that is driven by an interruption of our habitual ways of living together with a view toward envisaging truly alternative futures. Thinking is a risky experience in which the foundational subject disappears. Such a view allows, furthermore, for the reconceptualization of thinking in a posthumanist key. (shrink)

This article is part of a special issue which builds on Italo Calvino’s memos for the next millennium. More specifically, this paper gives an educational reading of the quality of exactitude. This quality is at the heart of what education is all about, viz. learning to give an adequate response to what things in the world demand of us – students and teachers. This demands the collective building of a capacity to see the world in the same way. Hence, an (...) education under the banner of exactitude is an education of the senses. It is argued for that such an education is an apt way to respond to the societal and ecological challenges we are increasingly faced with. This is made more concrete by fleshing out an alternative account of STEAM education. (shrink)

ABSTRACTBavarian intellectual Franz Xaver von Baader counts among the most prominent representatives of German Romanticism, although his name and fame have almost been forgotten. Baader was a key figure among the Romantic scene and an ardent defender of Catholicism in the aftermath of Enlightenment criticism on the Christian faith and tradition. Most interesting is that he did not construe his apologia on the basis of rational considerations only, as a counterattack as it were, but that he took a point of (...) departure in a peculiar understanding of love. According to Baader, love is a concept and a reality which allows one to imagine the relation between creature and Creator and which intriguingly combines the distinctively human with the uniquely divine. In the present paper, I am continuing in the line of Ramón Betanzos’ outstanding study on Baader’s idea of love and argue that his intuitions reveal a solid synthesis of theological and philosophical insights which today is definitely worth reconsidering. In order to do that in an orderly fashion, I primordially focus on his concept of permeability and explore its metaphysical, epistemological and anthropological potential. (shrink)

In this article a case is made for considering the liturgy as theological norm par excellence. The case is built up by relying on an emphatic current of thought within the field of liturgical studies, namely the ‘liturgical theology’ as it was developed by Alexander Schmemann, Aidan Kavanagh, and David W. Fagerberg. After presenting the concept of ‘liturgical theology’ and the context out of which it emerged, its major characteristics are discussed. Particular attention is devoted to the radicalness of their (...) position. It can be called radical because the reversal of the relation between doctrine and liturgy is by no means evident for the vast majority of modern believers and theologians. However, ‘liturgical theology’ claims that it is not doctrine which determines liturgy but liturgy which determines doctrine. According to liturgical theologians, the liturgy is not simply the ritual expression of the content of faith, but itself theology, even theologia prima . Correspondingly, liturgical theologians point to the original wording of the famous adage lex orandi lex credendi , which is the following: ut legem credendi lex statuat supplicandi . Whereas the usual formulation suggests equality and mutual dependence, the original context lays bare a clear priority of the rule of prayer over the rule of faith. In the final part of the article I explore some avenues to the evaluation of ‘liturgical theology’. I argue that there is need for a more profound philosophical underpinning and historical adequacy. But nevertheless the idea that the liturgy constitutes a theological norm stands firmly and should be considered far more broadly and seriously among contemporary systematic theologians. (shrink)

ABSTRACTThis article investigates some salient features of the fascination for the monk in contemporary scholarship. Interestingly, the figure of the monk has attracted the attention of authors engaged in fields as diverse as political philosophy and liturgical theology, clearly without referring to one another. On the one hand, the much talked-about Italian philosopher Giorgio Agamben discusses the liturgical heritage of Western civilization to better understand the mechanisms behind modern politics and economy. In that context, he sees the monk as someone (...) in whom rules and life have become indistinct. On the other hand, liturgical theologian David W. Fagerberg extensively deals with the monk in his groundbreaking study on liturgical asceticism. He seems to make a similar point as Agamben: the monk exemplifies not simply obedience to rules but embodies the very life a Christian is supposed to live. This article compares both frameworks of thought to see whether the one can be used to critically evaluate the other and to propose some reflections about formation. (shrink)

Most quantitative studies that survey nurses’ attitudes toward euthanasia and/or assisted suicide, also attempt to assess the influence of religion on these attitudes. We wanted to evaluate the operationalisation of religion and world view in these surveys. In the Pubmed database we searched for relevant articles published before August 2008 using combinations of search terms. Twenty-eight relevant articles were found. In five surveys nurses were directly asked whether religious beliefs, religious practices and/or ideological convictions influenced their attitudes, or the respondents (...) were requested to mention the decisional basis for their answers on questions concerning end-of-life issues. In other surveys the influence of religion and world view was assessed indirectly through a comparison of the attitudes of different types of believers and/or non-believers toward euthanasia or assisted suicide. In these surveys we find subjective religious or ideological questions (questions inquiring about the perceived importance of religion or world view in life, influence of religion or world view on life in general, or how religious the respondents consider themselves) and objective questions (questions inquiring about religious practice, acceptance of religious dogmas, and religious or ideological affiliation). Religious or ideological affiliation is the most frequently used operationalisation of religion and world view. In 16 surveys only one religious or ideological question was asked. In most articles the operationalisation of religion and world view is very limited and does not reflect the diversity and complexity of religion and world view in contemporary society. Future research should pay more attention to the different dimensions of religion and world view, the religious plurality of Western society and the particularities of religion in non-Western contexts. (shrink)

In an attempt to reject Cartesian Dualism, some philosophers and scientists of the late twentieth century proposed a return to the ancient position that Descartes had opposed, i.e., Aristotle’s psychological hylomorphism, which applied to living beings the ontological thesis, according to which every substance is a compound of matter (hyle) and form (morphe). In this perspective, the soul is actual possession of the body’s capacity to perform a series of life functions. Therefore, according to Aristotle, soul and body are reciprocally (...) interdependent aspects of the living being, so that we must consider the former as an enmattered form, and the latter as an enformed or ensouled matter. This means that, for Aristotle, all the functions of the soul, even the highest ones like thought, are essentially connected with the body, since they ultimately require sensations. This paper illustrates and supports this doctrine in detail, especially in relation to the cognitive processes of the human mind. (shrink)

This paper explores the relationship between Partonopeus de Blois and other contemporary Old French texts. Among the numerous reworkings of literary material recognisable within the narrative, the author focuses on how the narrator of the Old French text rewrites elements from the romances of antiquity, particularly material related to Thebes and to the story of Troy. He argues that the skillful integration of these elements and the inherent intertextuality of the structure of the romance informs our reception of the text, (...) and contributes to a complex reading of what is a superbly-architectured piece of work. He goes on to argue that it is only by understanding the subtle nuances of the literary interplay within Partonopeus de Blois that we will be able to further our knowledge of the place held by this particular romance in the pantheon of medieval literature. (shrink)